Mentoring the Mentor: Insights from school based educators
INVERELL HIGH SCHOOL ‘Mentoring the Mentor’ Seminar INVERELL HIGH SCHOOL JANITA FENTON ELIZABETH RYAN 19 October 2016 School of Education University of New England
INVERELL HIGH SCHOOL SCHOOL CONTEXT - Student • Rural comprehensive high school • Current student population of approximately 600 students. • Includes an extensive Support Unit – approximately 30 students. Caters for a diverse range of abilities – IM, IO, IS and MC classes. Many of these students are partially integrated into the mainstream student population. • Established Clontarf Academy with over 60 Aboriginal boys participating in the program.
SCHOOL CONTEXT – Staff Teaching and Admin and support staff – • 86 Has had a stable teaching staff • population up until the last five or so years. Many of the executive have changed and • there has been several changes in Principal. Last two years there has been a large • influx of ‘beginning’ Graduate teachers into the school. 2016 – mentoring program began in • accordance with DoE policy.
Mentoring the Mentor Why we became involved with MtM? Originally it was an opportunity seen by experienced teachers to - o Increase knowledge and understanding of the mentoring required by the DoE Policy to support graduate teachers through their beginning teaching period. o Principal thought that as there were so many Graduate teachers starting at Inverell High in 2016 it would be a good idea for staff identified as Mentors to be involved in the initial meeting in 2015.
Personal • Have always endeavoured to be a mentor for new staff to the school and especially within the faculty. • Attrition rate of beginning teacher. • Special Ed has unique stresses and situational context.
Enacting participatory action research (PAR) Initially – there were more mentors involved with the process all developing the mentoring process individually. Decision to brainstorm the collective activities to develop a booklet for future mentors to use when mentoring Graduate Teachers. Brainstormed all the ‘roles’, ‘responsibilities’ and ‘expectations’. Came to realise that there was little information within the school/from DoE as to a define the role of a mentor. Developed a framework of support for Graduate Teachers within the school.
Example of planning for framework
Framework
Enacting PAR Continued to developed a large list of responsibilities (but not exhaustive) of collaborative information that occurs between the mentor and the mentee at Inverell High Developed in hierarchy Guidelines for Mentoring at Inverell High
Guidelines for Mentoring
Enacting PAR To assist future mentors a role statement was developed. All three documents were given to the executive and will be part of the staff handbook from 2017.
Role of Mentoring
PAR cycle with Mentee Janita – Increasing the profile of the Support Unit and students with disabilities within the school. Improve the sense of belonging for the mentee. • Brainstormed ideas to lift profile and recognise mentee within the school. • Decided on SU2U Bakery. • Overall positive interactions and involvement in staff – 25 % regularly buy a cupcake. • Interaction of students with disabilities within the process and increased integration.
PAR cycle with mentee Libby – improve classroom management so that more time is spent on teaching and learning than discipline/challenging behaviours. • Brainstorm strategies that can be identified to assist in improving classroom management. • Decide on focus of seating plans and reinforcement of school non-negotiables. No home room (challenge) • Reflection of evidence = decrease in discipline issues within class, less Sentral entries relating to negative incidents, more effective time teaching and learning
Professional Learning and Reflection Challenges • Process was lengthy and seemed drawn out. • Little interest shown by other staff within the school. Strengths • A collaborative experience. • Shifted mindset from instructor to ask reflective questions for self and mentee to develop strategies to problem solve. • Empowering self and others to reflect and grow as teachers no matter level of teaching experience. • PAR flexible and evolving model which allowed for reflection through data collection. Needs specific structure to ‘drive’ meetings and process.
Inverell Public School Professional Partners: Mentoring the Mentors project experience
Inverell Public School Mission Statement Inverell Public School students are optimistic, confident lifelong learners who will be responsible citizens in a rapidly changing 21 st Century. At Inverell Public School we engage students in high quality teaching and learning to inspire and challenge each individual to realise their full potential. Our students will be literate and numerate and they will become creative, reflective, independent learners. All students will embrace a variety of educational opportunities to pursue excellence and develop effective problem solving skills . Our school is a community of active learners who seek opportunities for growth and success through the application of positive social and emotional learning . This will facilitate cohesive, interactive relationships and alliances within the school and the community.
Inverell Public School
Inverell Public School
Inverell Public School • Continue to build a school culture focussed on effective mentoring and reflective practice for team capacity to help colleagues to do their best. • To mentor our stage members and executive to facilitate successful implementation of Focus on Reading Stages 2 and 3. • Mentoring and coaching our Practicum Students and High School Work Experience Students. • The combined programs have a clearly articulated purpose, bringing different elements that the team has transferred to effective action.
IPS Directions The Mentor the mentors project has supported the school to: • distil a range of professional learning into action • use the Action Research Project Cycle to practice mentoring – focusing on strengths • build on previous work relating to EQ (Emotional Intelligence) – leveraging strengths of staff and students to facilitate success
Mentoring Practicum Students and Early Career Teachers • Provision of support rather then expecting ‘evaluations’ – moving away from a supervisory model to a deeper level of connection and understanding. • Genuine inclusion of practicum students to the school/team – awareness of the need for induction, initial modelling culture & explanation of school expectations. • Using Higher Order Thinking ‘Blooms’ Questioning Strategies to encourage ‘Deeper Thinking and Reflection’. • Flow on to Practicum Students – building confidence, becoming ‘Fearless’. ‘Welcome to the Unknown’
Mentoring Practicum Students and Early Career Teachers Mentori toring g in our contex ext, t, has allowe wed us to: • Plan collaboratively and assess lessons consistently • Provide assistance with programming • Effectively give and receive feedback • Develop a quality peer teaching structure • Organise classroom resources for best effect • Communicate more effectively • Provide ongoing encouragement & recognise effort and practices • Better understand the policy and procedures of Inverell Public School • Engage in a high quality professional learning opportunity • Be approachable and supportive (building relationships) • Mentor staff through difficult situations with parents/carers • Use collaborative assessment for report writing • Build an inclusive and valued environment • Improve team work for specific purpose
What mentoring has meant to our Practicum students Susann nnah ah (Int ntern n teacher regarding ng mentoring ng by supervi vising ng teache her) Julia supported, guided and saw potential in my teaching from the early stages. She had high expectations of me and gave me opportunities to extend and develop myself as an educator. Julia gave me the confidence to explore the unknown and understand that it is ok to take risks and make mistakes. Greg (Intern teache her regarding ng mentoring ng by supervi vising g teache her ) Jenny has guided my teaching in a direction that I never thought possible. I initially started using Jenny’s teaching style as I was unsure of how to put it all together. Through her mentoring, I have been able to develop areas of need and identify my own teaching values. I know that I still have a lot to learn, but I have learnt so much from Jenny during this internship and will carry it all into my future career. Tamsin (Assistant nt Princ ncipal al regarding ng mentoring ng by fellow AP) Georgia was able to capture, organise and distribute her knowledge, providing both long and short-term support for me and my fellow colleagues. She was able to share her expert knowledge and skills effectively in a rapid paced environment, in a manner that was both encouraging and inspiring.
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